The Assesment of Reading and Writing

The Assesment of Reading and Writing

Writing Unknown   21:29

This document provides a set of standards to guide decisions about assessing the teaching and learning of literacy. In the past 30 years, research has produced revolutionary changes in our understanding of language learning, and the complex literacy demands of our rapidly changing society. The standards proposed in this document are intended to reflect these advances in our understanding.

Readers of this document most likely share common experiences with respect to literacy and assessment. For example, in our own school days, we were directed to read to get the correct meaning of a text so that we could answer questions put to us by someone who already knew that correct meaning or by a test (often multiple choice) for which the correct answers were already determined. In order to develop assessment practices that serve students in an increasingly complex society, we must outgrow the limitations of our own schooling histories and understand language, literacy, and assessment in more complex ways. Literacy involves not just reading and writing, but a wide range of related language activities. It is both more social and more personal than mere set of skills.

The need to understand language is particularly important. Language is not only the object of assessment but also part of the process of assessment. Consequently, any discussion of literacy assessment must include a discussion of language—what it is, how it is learned, and how it relates to assessment. Before we state our assessment standards, then, we will give an overview of what we mean by assessment and how we understand language and its relationship to assessment.

Please download its e-book here
Password: segudanginformasi99

Improving Reading skill in english

Improving Reading skill in english

Reading Unknown   11:07

lmproving Reading Skill in English for University Students is mainly intended to help lecturers and students to improve English language teaching and learning activities in Universities, lslamic Universities and lslamic Colleges (STAI) in lndonesia. The book is suplemented  with various kind of readings to help reader to improve their reading skill. Reading on Newspapers, Magazines, Novels, Encyclopedia, as well as Religious and Scientific Materials are given extensively to broaden the field of study of the students. Also, there are readings for enjoyment to stir the emotions and at the same time to stir the mind of the readers. The book also gives the taste of TOEFL in order to help those who are going to continue their study for MA of Ph.D degree.

Please download its e-book here
Password: segudanginformasi99

Strangers in The Night

Strangers in The Night

Reading Unknown   10:00

Author is Kerry Connor

A life long mystery reader, Kerry connor first discovered romantic suspense by reading harlequin intrigue books and is thrilled to be writing for the line. Kerry lives and writers in southern California.

Synopsis

It was dark, it was late
and they were total strangers

Caught in a chicago alley crossfire, Allie Freeman was running for her life when she slammed into Gideon Ross. A hardened bounty hunter, his job was to discover why this stranger—no different than the girl next door—was so highly desired. But unraveling what made Allie so special would take more time than he had.…

Being drawn into this wanted woman’s life had turned Ross into the hunted. Allie’s hidden identity exposed them to a relentless killer—one, inexplicably, she was willing to die for. But she didn’t know the lengths Ross would go to keep her unharmed. He wasn’t willing to share her with anybody, and in this game of survival, whoever keeps their secret the longest, wins.

Theme

Murder Case

Genre

Romance Mystery

Story Characters

·     - Allie Freeman: A witness to murder

·     - Gideon Ross: The bounty hunter was tracking a criminal when he found a woman running for her life

·     - Kathleen Mulroney: Her murder set everything in motion

·     - Price Chastain: The real estate mogul had gotten away with plenty of crimes and intended to get away with this one

·    - Roy Taylor: Ross’s nemesis was hunting prey of his own

·    - Ken Newcomb:  Ross’s NYPD Contact

·    - Dominick Brancato: A man with a mission of his own

PLOT

Orientation

Mr. Chastain pulled out the gun into kathleen. Allie just  witnessed a murder 

Rising of problem

Allie was really scream. She had to go. Chastain saw her and then he would kill her too

Difficulty

Chastain asked taylor to kidnap allie. Then he confine her in the empty room.

Solution

Allie succes to escape from this room and sehe met ross. They escape togeteher but taylor chased them. Then New comb come to shoot taylor’s had until he was death.

Ending

When Ross tried to save allie, Chastain resist it. Suddenly, The police came and shoot chastain. He was death.

Quotation 

One year later after murder, newcomb – a detective come.he try to analyze that case.

Figure of Speech

Synestesia

Quotation : Connie Baker would cease to exist,just another name to be discarded and never use again, like all the others.Beth Roberts.Lisa Greene.Allie Freeman.Just another woman who disappeared, never to be seen again,while another woman appeared out of nowhere in another place.She didn’t know why it was so hard to tell one more lie to a man she’d been dishonest with from the beginning.

Setting

Places

- Place: The alley, New York, at bar.

- Quotation: The Veil of rain obscured it,making the alley between Manhattan and high rise and its neighbor appear utterly black.

- Ross barely heard the bartender over the raucous noise filling the bar, but he got the message loud and clear.

Times

One year later, Newcomb – a detective analyze the murder case with the victim is Kathleen Mulroney.

Moral Value

- Don’t escape from the problem.Try to find the solve of the problem and bold to said the truth.

Reading skill and strategies

Reading skill and strategies

Reading Unknown   08:47

Reading
Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information.

Reasons for Reading

- Students' carreer

- Language acquisition

- Students' vocabulary knowledge

- Modeling english writing

- Introduce topics

- Stimulate discussions

Aspect in the teaching reading process

- Bottom up: text based: Letters, morphemes, syllabels, words, phrases.

Example: We brought who socks some: Who brought some wet socks.

- Top down: Reader based: Learners draw their own intelligence and experience to undestand the text.

Example: Fo- ex-mp-e, y-u c-n r-ad -h-s se-te-ce -it- ev-ry -hi-d l-tt-r m-ss-ng.

For example, you can read this sentence with every third letter missing.

*Scheme theory and background knowledge: The reader brings information, knowledge, emotion, experience, and culture to the printed world. (Content schemata and formal schemata).

* The role of affects and culture: Language ego, self-steem, emphathy, motivation.

Different kinds of reading 

- Extensive: Reading which students often do.

- Intensive: Consists of detailed focus on the construction of reading texts.

Adult literacy  training

- The role of cognition in reading.

- The role of automaticity in word recognition.

- The role of concious strategies.

- Effective techniques for activating schemata.

- Relationships of reading an writing.

Reading Comprehension

Reading Comprehension is the process of extracting and constructing meaning through interaction and involvement with written language. 

Comprehension entails three elements

- The reader who is doing the comprehending.

- The text that is to be comprehended.

- The activity in which comprehension is a part.

The socio-cultural context mediates students’ experiences, just as students’ experiences influence the context.

Microskills for reading Comprehension 1 Discriminate among the distinctive graphemes and orthographic pattern of english. 2 Retain chunks of language of different lengths in short term memory. 3 Process writing at an efficient rate of speed to suit the purpose. 4 Recognize a core of words, and interpret word order patterns and their significance. 5 Recognize grammatical word classes, systems, patterns, rules, and elliptical forms. 6 Recognize that a particular meaning may be expressed in different grammatical forms. 7 Recognize cohesive devices in written discourse and their role in signaling the relationshipbetween and among clauses. 8 Recognize the rhetorical forms of written discourse and their significance for interpretation. 9 Recognize the communicative functions of written texts, according to form and purposes. 10 Infer context that is not explicit by using background knowledge. 11 Infer links and connections between ideas, deduce cause and effect, detect such relationsas main idea, supportingidea, new information, given information, generalization, andexemplification. 12 Distinguish between literal and implied meanings. 13 Detect culturally specific references and interpret them in a context of the appropriatecultural schemata. 14 Develop and use a battery of reading strategies.
Strategies for Reading Comprehension 1 Identify the purpose of reading. 2 Use graphemic rules and patterns to aid in bottom-up decoding. 3 Use efficient silent reading techniques for relatively rapid comprehension. 4 Skim the text for main ideas. 5 Scam the text for specific information. 6 Use semantic mapping or clustering. 7 Guess when you aren´t certain. 8 Analyze vocabulary. 9 Distinguish between literal and implied meanings. 10 Capitalized on discourse makers to process relationships: Enumerative, addetive(reinforce, similarity, transition), logical sequence (summative, resultative), explicative,illustrative, contrastive (replacive, anthithetic, converssive).
Teaching of Comprehension Strategies It is an active process of constructing meaning. 1 Interactive: Involves the reader, the text and the context in which reading takes place.  2 Strategic: Readers have purposes for their reading and use a variety of strategies as they construct meaning. 3 Adaptable: Readers change the strategies they use depending on the text and on thepurpose. 
Reading Comprehension Strategies  1 Making connections: Text to self, text to text and text to world.  2 Creating mental images: Visualizing the written information.  3 Questioning: Asking themselves questions throughout the reading.  4 Inferring: Reading between the lines.  5 Evaluating: Determining importance.  6 inthesizing: Ordering, retelling, and recreating into a coherent the whole information.
Types of Clasroom Reading Performance  1 Oral.  2 Silent: Intensive (linguistic, content),  and extensive: (skimming, scanning, global)
Principles for Describing Intercative Reading Techniques  1 Do not overlook instruction in reading skill. 2 Use motivating techniques. 3 Balance authenticity and readability in texts. 4 Encourage the development of reading strategies. 5 Include: bottom-up and top-down techniques. 6 Follow the “SQ3R”: Survey, questions, read, recite, and review. 7 Subdivide techniques: Before you read, while you read, after you read. 8 Build your techniques: Doing, choosing, transfering, answering, considering, extending,duplicating, modeling, conversing.
Conclusions 1 Reading is considered to be one of the process that promotes language aquisition. 2 In the process of reading schemata, backgraund, affects and culture, the type of reading,and the age of the learner play an importan role. 3 Learning goes beyond the simple process of decoding texts. 4 Students need to know how to read to get the information required. 5 There are several estrategies to develop the reading skill.